TEACHING METHODS AND PEDAGOGICAL APPROACHES IN ENGLISH
Keywords:
Key words: English language education, teaching methods, pedagogical approaches, communicative language teaching (clt), task-based language teaching (tblt), content-based instruction (cbi), blended learning, technology integration, differentiated instruction, language acquisition, learner engagement, language proficiency.Abstract
Abstract: This article examines various teaching methods and pedagogical approaches in English language education, including traditional methods like Grammar-Translation and Direct Methods, as well as contemporary strategies such as Communicative Language Teaching (CLT), Task-Based Language Teaching (TBLT), and Content-Based Instruction (CBI). It highlights the role of blended learning and technology in enhancing student engagement and addresses the need for differentiated instruction to meet diverse learner needs. The analysis emphasizes the importance of adopting varied teaching strategies to foster effective language acquisition and communicative competence among English language learners.
References
REFERENCES:
Harmer J. (2007). “The Practice of English Language Teaching” (4th ed.). Pearson Longman.
Larsen-Freeman. D. (2000). “Techniques and Principles in Language Teaching” (2nd ed.). Oxford University Press.
Ellis. R. (2003). “Task-Based Language Learning and Teaching”. Oxford University Press.
Richards. J. C., Rodgers, T. S. (2014). “Approaches and Methods in Language Teaching” (3rd ed.). Cambridge University Press.
Nunan. D. (2004). “Task-Based Language Teaching”. Cambridge University Press.
Thorne. S. L., McLaughlin, B. (2019). “Technology in Language Learning: An Overview”. In C. A. Chapelle S. J. J. E. V. D. O. A. (Eds.), “The Handbook of Technology and Second Language Teaching and Learning” (pp. 1-17). Wiley-Blackwell.
Godwin-Jones. R. (2018). Emerging Technologies: Language Learning and Technology: Past, Present, and Future. “Language Learning, Technology, 22” (2), 1-18.
Graves” K. (2008). “Designing Language Courses: A Guide for Teachers”. Cengage Learning.
Swain. M. (2005). The Output Hypothesis: Theory and Research. In E. Hinkel (Ed.), “Handbook of Research in Second Language Teaching and Learning” (pp. 471-483). Routledge.
Dörnyei. Z., Ushioda, E. (2011). “Teaching and Researching Motivation” (2nd ed.). Pearson Education.
